ABSTRACT

The present study uses a qualitative approach to focus on dance improvisation and flow. Dance instructors with wide experience in performing and teaching dance improvisation took part in semi–structured interviews that featured questions about dance improvisation and flow, including issues of flow in dance education with children. The data were analyzed using a grounded theory approach, and the findings highlighted the following macro areas: characteristics of flow, conditions for flow, educational issues, and outcomes. Participants emphasized several connections between flow and dance improvisation and demonstrated their awareness of the potentialities of flow during dance improvisation and its usefulness for dance education with children. Participants considered the teacher a facilitator who has to inspire pupils and adopted a process orientation and a learner-centered approach for guiding children to exploring multiple ways of knowing. Physical and psychological wellbeing influenced performing excellence, as a global condition induced by flow and creative transfer emerged in the multidimensional framework in which improvisation and flow operate. The findings are discussed in the framework of general theories of flow to highlight the implications of adopting improvisation in general education.

摘要

本研究采用定性方法来关注舞蹈即兴创作和流动。在表演和即兴舞蹈教学方面拥有丰富经验的舞蹈教练参加了半结构化访谈，其中包括有关舞蹈即兴表演和舞蹈流畅的问题，包括儿童舞蹈教育中的舞蹈流畅问题。使用扎根理论方法对数据进行分析，结果强调了以下宏观领域：流动的特征、流动的条件、教育问题和结果。参与者强调了 Flow 与即兴舞蹈之间的联系，并展示了他们对舞蹈即兴创作中 Flow 的潜力及其对儿童舞蹈教育的有用性的认识。参与者认为老师是一个促进者，必须激励学生，并采取过程导向和以学习者为中心的方法来引导孩子探索多种认知方式。身体和心理健康影响着卓越的表现，因为流动和创造性转移引发的全球状况出现在即兴创作和流动运作的多维框架中。研究结果在一般心流理论框架内进行了讨论，以强调在通识教育中采用即兴创作的含义。作为一种由流动和创造性转移引发的全球条件，出现在即兴创作和流动运作的多维框架中。研究结果在一般心流理论框架内进行了讨论，以强调在通识教育中采用即兴创作的含义。作为一种由流动和创造性转移引发的全球条件，出现在即兴创作和流动运作的多维框架中。研究结果在一般心流理论框架内进行了讨论，以强调在通识教育中采用即兴创作的含义。